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Girls RISE Resources Directory

The Girls RISEnet resource catalog is a dynamic listing of crowd-sourced research and resources on engaging girls in engineering. Registered members of girlsrisenet.org can contribute resources through the "My Account" link above. If you are not a member of the site, please contact us to submit or suggest an addition.

"Hidden Currents In The STEM Pipeline: Insights From The Dyschronous Life Episodes Of A Minority Female STEM Teacher" ABSTRACT: In this article, I use the idea of dyschrony to
describe the multiple disjunctures experienced
in a Hispanic woman’s life as she struggled
to gain full membership in the STEM (science,
technology, engineering, and mathematics) com-
munity. Despite having earned a doctoral degree
in chemistry and a teaching position in a STEM
school, she was cognizant of how gender and
race had marginalized her and her minority fe-
male students, making them feel like border members
of the STEM community. She had formed a
solidarity group within the STEM school. As I
apply the construct of dyschrony to analyze the in-depth interviews with the teacher, I illuminate
tensions in the STEM pipeline and suggest that
one should be critical about the promise of social
mobility. The forming of solidarity groups may
contribute to positive experiences of minority
girls in STEM schools. Dyschrony may be used
as a helpful analytic construct to unpack the
forces contributing to minority women’s struggles
in STEM fields and understand why they might
leave.223_Teo_2014.pdf

Partnering Through Science: Developing Linguistic Insight To Address Educational Inequality For Culturally And Linguistically Diverse Students In U.S. STEM Education ABSTRACT: Linguists must build and strengthen research partnerships with science, technology, engineering, and
mathematics (STEM) educators to further investigate linguistic and cultural diversity and academic
inequality in STEM education in the U.S. We review key issues and themes from literature on the
role of language in U.S. STEM education and the linguistic and ideological roots of barriers to STEM
achievement for culturally and linguistically diverse students. We assess ways that linguists have
engaged with educators and teachers, learning from humanities- and social science-based partnerships
and adapting them to STEM contexts. We then examine specific and significant challenges that
culturally and linguistically diverse student populations in STEM areas often face, with a focus on
structural, sociocultural, and ideological barriers. Finally, we advocate for forging partnerships with
STEM educators that establish a well-defined rationale for collaboration across linguistics and STEM,
yielding basic and applied research benefits.221_Mallinson_and_Hudley_2014.pdf

BOULDER, COLO. (October 10, 2013) – The National Center for Women & Information Technology (NCWIT) today launched Latinas & Tecnología de la Información, a Spanish-language website for inspiring young Hispanic women, or Latinas, to pursue technology.
The website, containing both English-language and Spanish-language resources, provides:
1) fact sheets for creating awareness about the current state of girls’ participation in technology
2) talking points about various types of undergraduate courses and careers available in computing
3) videos and profiles of successful Latinas addressing attractions to technology and possible barriers in the field
4) links to computing activities and recruitment programs for young women http://www.ncwit.org/news/ncwit-launches-latinas-tecnolog%C3%ADa-de-la-información-website
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Abstract:
This article investigates the motivations of African American and Latino girls
(N = 41) who navigate urban Southwest school districts during the day, but
voluntarily attend a 2-year, culturally responsive multimedia program after
school and into the summer. Understanding that girls from economically
disadvantaged settings are indeed motivated to become technological
innovators but often do not have access to the necessary resources to
follow their interest, our program entitled COMPUGIRLS assumes a
culturally responsive computing approach. This research examines particular
features of the program (e.g., asset building, reflections, and connectedness)
that attracted and retained the Latina (74%) and African American (19%)
adolescent (ages 13-18) participants as well as to what extent the culturally
relevant aspects of the curriculum assist with program retention and/
or affect the students vision of themselves as a future technologist. An
evaluative approach gathered 2 years of data from the participants. Field
notes from observations and interviews were transcribed and reviewed to
extract themes and areas of convergence. As a standpoint theory project,
the authors center the girls' voices as the primary data sources. Two primary
themes emerged from the data to explain girls' sustained motivation. The first was the challenge of learning and mastering the technology. For many,
this also included disproving the stereotypes of their abilities by age, gender,
and race. The second theme was being able to manipulate technology and
learning experiences as a means of self-expression and research, particularly
if the results could be used to inform their community and peers. The
authors posit that much of the program impact was because of the culturally
responsive practices (asset building, reflection, and connectedness)
embedded within the curriculum. Implications for urban educators and
program developers are considered. Urban Education: September 2013187_Scott_and_White_2013.pdf

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With support from a Girls RISEnet Minigrant, Science Central, a hands-on science center in northeast Indiana, partnered with the Boys and Girls Club of Fort Wayne and the Fort Wayne Urban League, as well as the general public, to host our first ...Read More

Privacy Policy | The Girls RISE (Raising Interest in Science and Engineering) National Museum Network is funded by Grant No. HRD-0937245 from the National Science Foundation (NSF), Human Resource Development, Research on Gender in Science and Engineering Extension Services (GSE/EXT) Program. Project collaborators include the Patricia and Phillip Frost Museum of Science, the Association of Science-Technology Centers (ASTC) and SECME, Inc. The project seeks to increase the capacity of science centers and museums to interest girls from underrepresented populations in the engineering sciences